If There's a Profile, Let's Work with It!
  1. Strand PHIL.II Philanthropy and Civil Society
    1. Standard PCS 03. Philanthropy and Economics
      1. Benchmark HS.11 Analyze the impact of volunteerism on the economy of communities.
      2. Benchmark HS.5 Give examples of stewardship decisions throughout history and in current events.
  2. Strand PHIL.III Philanthropy and the Individual
    1. Standard PI 01. Reasons for Individual Philanthropy
      1. Benchmark HS.1 Define and give examples of motivations for giving and serving.
      2. Benchmark HS.4 Cite historical examples of citizen actions that affected the common good.
  3. Strand PHIL.IV Volunteering and Service
    1. Standard VS 01. Needs Assessment
      1. Benchmark HS.2 Research the need in the school, neighborhood, local community, state, nation, or world.

This lesson is intended to involve the learners in a recycling project prompted and stimulated by their research as well as the results from the surveys conducted in Lesson One. In addition, the learners will be challenged to motivate others and provide an opportunity for others to also become recyclers; stewards of the common good and Environmental Stewards of the Earth

PrintThree to Four Fifty-Five Minute Class Periods (Exclusive of the recycling project)

The learner will:

  • analyze collected data and identify possible patterns/trends.
  • organize a recycling project in conjunction with existing community projects.
  • solicit the involvement of others in this recycling project.
  • volunteer to serve during the recycling collection period.
  • The Recycling Survey Worksheet (Handout One-Lesson One)
  • Recommended Web Sites (Handout Two-Lesson One)
  • Paper, markers, poster board, scissors, etc.
  • The Rubric for Promotion (Handout One)
Home Connection: 

Interactive Parent / Student Homework: The learners are required, as a part of this lesson, to make contact with various school and community agencies and volunteers to solicit information and support for the recycling project.

  • Handout One, Lesson One: Just the Facts, Madame!, The Recycling Survey Worksheet
  • Handout Two, Lesson One: Just the Facts, Madame!, Recommended Web Sites for a comprehensive listing.
  • Handout One, Lesson Two: If There’s a Profile, Let’s Work with It!, The Rubric for Promotion
  • For Additional Related Units/Lessons: www.learningtogive.org
  1. Anticipatory Set: Prior to the learners’ arrival to the classroom, place four grids on the display board.As a title for each grid use one of the following labels: Elementary /Middle Schoolers; Peers; 21-55 Yr Olds; 56+ Year Olds. Divide each grid into two equal columns placing a ‘T’ (True) in the first column and an ‘ F’ (False) in the second column.Down the left-hand side of each grid, number down 1 through 12. As the learners enter the room have them make accessible their four completed survey response sheets Recycling Survey Worksheet (Handout One-Lesson One). Remind the learners that in the previous lesson they made some predictions and now the results of the survey will either prove or disprove their assumptions. Proceed having the learners relate the responses of each group to each of the twelve statements while you tally these responses under the appropriate grid and grid number (using tally marks)

  2. Once all of the information has been successfully recorded and comparison with earlier predictions have been made, begin the process of looking at the results in an effort to identify patterns and trends by placing the learners in groups of three for the specific purpose of analyzing the data as recorded.

  3. Share with the learners that the expectation is that each group willcompose a statement or two that they feel best summarizes the data and the rationale that supports their summary.

  4. Reconvene the class and give each group time to share their summary and summary rationale without comment.

  5. After hearing each group’s summary and summary rationale, work toward a consensus of opinion as to what the data reveals.

  6. Once this consensus has been reached, ask the learners, if as a class they were to be involved in a month-long recycling effort in the community or school, what specific age group, if any, might be the best one to target for this activity? Why?

  7. Reorganize the learners into four equal groups and assign each group one of the age levels identified and based on the information gathered from the data and group summaries. Ask each group to come up with a strategy to involve their assigned age-level group in a recycling effort to be set up at the school and other cooperating community locations.

  8. Assign each team one of the following additional responsibilities and set a date by which the groups will need to be able to report their findings:

    1. Contact local recycling centers/recycling businesses to see what is being accepted at these sites for recycling and report back to the class.
    2. Contact the school administration indicating the reason for and seeking approval of a request to allow space for a recycling project at the school and report back to the class.
    3. Contact the local media to determine their willingness to ‘advertise’ a recycling project and report back to the class.
    4. Contact volunteers/volunteer groups in the school and community soliciting their help in manning (if appropriate) and transporting recycling materials at the conclusion of the project.
  9. On the assigned due date for all reports to be given, give each group time to present their findings and facilitate a group discussion that results in the following decisions being made:

    1. Designate one or two items that will be collected for recycling (paper, glass, aluminum cans, etc.) for this project.
    2. Establish the month long dates for this recycling effort.
    3. Establish sites where these items will be collected for recycling.
    4. Promote this recycling effort in the school and community.
    5. Contact volunteers/volunteer groups in the school and community to assist at the collection sites as needed and to transport recycled collections to the appropriate recycling centers at the conclusion of the project.
  10. Once these decisions have been made, have each group re-contact their assigned agency/business/volunteers to update, finalize and get the approval for the recycling plans.

  11. Announce that everyone will be involved in the promotion campaignfor the project appropriate to their assigned targeted age-level group. Have them reorganize themselves into these original groups and indicate the availability and location of supplies for developing posters, flyers, hand outs, displays, etc.

  12. Inform the groups that they are to use what they uncovered in their research and what they found on the surveys to assist them in developing their promotional item(s) and that they are to create and distribute/display these promotional items in areas appropriate to their age-level group based on The Rubric for Promotion (Handout One).

  13. Conclude this lesson by having the learners reflect on how far they have come in determining profiles of recyclers, designing a recycling project complete with promotion and community involvement. Solicit learner volunteers to be responsible for keeping the designated collection areas in the school(s) and if appropriate, the non-recycling business collection sites in the community neat and orderly by checking them every other day for the duration of the month-long collection. In addition, solicit interested learner volunteers to take action photos of the project in process, being sure to touch base with all the learner volunteers for updates, questions, and/or concerns.


The assessment for this lesson is based on the learners’ participation in the data collection and analysis, class discussions, the depth of thought and insights shared, the completion of the group assignments, and the production of promotional materials based on the Rubric for Promotional Materials (Handout One)